Self-RecordingInvolves counting and recording one’s own behavior, on the assumption that such actions will influence one’s behavior.
Provide the rationale-Selecting a behavior that needs to change and discussing how self-recording will help.
Demonstrate and model-A recording form and method of observation is selected. The teacher demonstrates self-recording. Then the student performs self-recording and receives feedback until they understand.
Practice with feedback-The student practices self-recording with prompts and receives corrective feedback from the teacher. The teacher will eventually reduce prompts and the feedback.
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011) Self-Evaluation
The component of self-management that teaches the student to judge how well he or she is doing.
Provide the rationale-The importance of why the students work is being evaluated.
Demonstrate and model-A form is chosen. It will usually require the student to select a number for how they are making progress. 0-for no progress, 1-for some progress, and 2-for good progress. The teacher demonstrates for the student.
Practice with feedback-The student practices self-evaluation with teacher feedback until proficiency is achieved.
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011) Self-Reinforcement
A technique for self-management that involves the student reviewing his or her progress to determine whether reinforcement has been earned.
Provide the rationale-Helps the student identify the importance of reinforcements and helps them to identify appropriate reinforcers.
Demonstrate and model-The teacher uses mock data, recording sheets, and a reinforcements menu to demonstrate. The teacher tells the student when the criteria is met and then select the reward. They repeat until the student understands the idea.
Practice with feedback-The student practices using Self-evaluation and self-regulation. The student is supposed to give themselves praise when they are doing what they are supposed to. EX. “I worked hard now I get a reward.” The teacher provides corrective and positive feedback until the student understands the concept.
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Accommodating Students with Learning Problems in General Education Classrooms
Accommodations Involving Materials
Use of audio recording-Lectures, stories, or other things can be recorded into a mp3 file for the student to listen to later.
Clarify or simplify written directions-Directions can be long and contain a lot of information. Highlighting the important information may help.
Present small amount of work-Students who are anxious about the amount of work they have can get a modified worksheet. One that doesn’t have quite as many problems.
Block out extraneous stimuli-If the student is distracted by the other problems on the paper a blank piece of paper can be used to cover the other problems.
Highlight essential information-A student who can read the regular textbook, but has trouble finding the important information can have it highlighted in their book.
Locate place in consumable material-Placing a marker or cutting the page when they have finished that page, so they know where they are in the workbook.
Provide additional practice activities-The teacher should have additional resources to give the student when they still need more practice.
Provide glossary in content areas-Students benefit from a glossary of content related terms.
Develop reading guides-A reading guide provides the student with a road map to help them understand the content.
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Accommodations Involving Interactive Instruction
Use explicit teaching procedures-The teacher has to remember to explain how to do something or demonstrate the skill.
Repeat directions-Have the student repeat the directions back to you in their own words to see if they understand.
Maintain daily routines-Many students with learning problems need structure to their day, so they know what they are expected to do.
Provide copy of lecture notes-The teacher can give the notes to students who have a difficulty taking notes during presentations.
Provide students with a graphic organizer-An outline, chart, or blank web can be given to students to fill out during presentations. They have to find the key information.
Use step-by-step instruction-New or difficult information can be presented in small sequential steps.
Combine verbal and visual information-Verbal information can be provided with visual displays.
Write key points or words on the chalkboard-Before the lecture, the teacher can write the new vocab words and key points on the board.
Use balanced presentations and activities-The teacher should balance oral presentations with visual information and the type of group work.
Use mnemonic instruction-Help them to remember important information.
In a review of the literature, Wolgemuth, Cobb, and Alwell (2008) strongly support the use of mnemonic strategies for students with disabilities across settings.
Emphasize daily review-Daily reviews can help student make a connection between new information and their previous knowledge.
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Accommodations Involving Student Performance
Change response mode-Students can underline, select multiple choice answers, sorting, or marking.
Provide an outline of the lecture-Ability to follow along with the presentation.
Encourage use of graphic organizers-Students have to find the key point.
Place students close to the teacher-Placing a student by the teacher can help keep them from becoming distracted.
Encourage use of assignment books or calendars-Students know what they need to complete and by when.
Reduce copying activities-Give handouts with the information on.
Have students turn lined paper vertically for math-They can keep their numbers lined up if they turn the paper the other way.
Use cues to denote important items-Shows the students the most important information, so they know what, especially, to study. Can be a star or an asterisk.
Design hierarchical worksheets-Worksheets designed from easiest to hardest.
Allow use of instructional aids-Number lines, calculators, and counters can help students understand math operations.
Display work samples-Gives the student an idea of what you are looking for in a finished product.
Use peer-mediated learning-Teacher can pair two students of different ability levels to review notes with or study for tests.
Encourage note sharing-Sharing their notes with a student who was gone from class.
Use flexible work times-Slow working students can be given more time to complete assignments.
Provide additional practice-Many students with learning problems need additional practice to learn at a fluency level.
Use assignment substitutions or adjustments-Students can be given an alternative assignment. EX. Project instead of oral report or vice versa or tests can be given in oral or written form.
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011) Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011) Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011) Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011) Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011) Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
SLANT mnemonic is useful:
S—Sit up straight.
L—Lean forward in your desk.
A—Act interested.
N—Nod occasionally to signal understanding.
T—Track the teacher with your eyes.
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Self-RecordingInvolves counting and recording one’s own behavior, on the assumption that such actions will influence one’s behavior.
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)Provide the rationale-Selecting a behavior that needs to change and discussing how self-recording will help.
Demonstrate and model-A recording form and method of observation is selected. The teacher demonstrates self-recording. Then the student performs self-recording and receives feedback until they understand.
Practice with feedback-The student practices self-recording with prompts and receives corrective feedback from the teacher. The teacher will eventually reduce prompts and the feedback.
Self-Evaluation
The component of self-management that teaches the student to judge how well he or she is doing.
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)Provide the rationale-The importance of why the students work is being evaluated.
Demonstrate and model-A form is chosen. It will usually require the student to select a number for how they are making progress. 0-for no progress, 1-for some progress, and 2-for good progress. The teacher demonstrates for the student.
Practice with feedback-The student practices self-evaluation with teacher feedback until proficiency is achieved.
Self-Reinforcement
A technique for self-management that involves the student reviewing his or her progress to determine whether reinforcement has been earned.
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)Provide the rationale-Helps the student identify the importance of reinforcements and helps them to identify appropriate reinforcers.
Demonstrate and model-The teacher uses mock data, recording sheets, and a reinforcements menu to demonstrate. The teacher tells the student when the criteria is met and then select the reward. They repeat until the student understands the idea.
Practice with feedback-The student practices using Self-evaluation and self-regulation. The student is supposed to give themselves praise when they are doing what they are supposed to. EX. “I worked hard now I get a reward.” The teacher provides corrective and positive feedback until the student understands the concept.
Accommodating Students with Learning Problems in General Education Classrooms
Accommodations Involving Materials
- Use of audio recording-Lectures, stories, or other things can be recorded into a mp3 file for the student to listen to later.
- Clarify or simplify written directions-Directions can be long and contain a lot of information. Highlighting the important information may help.
- Present small amount of work-Students who are anxious about the amount of work they have can get a modified worksheet. One that doesn’t have quite as many problems.
- Block out extraneous stimuli-If the student is distracted by the other problems on the paper a blank piece of paper can be used to cover the other problems.
- Highlight essential information-A student who can read the regular textbook, but has trouble finding the important information can have it highlighted in their book.
- Locate place in consumable material-Placing a marker or cutting the page when they have finished that page, so they know where they are in the workbook.
- Provide additional practice activities-The teacher should have additional resources to give the student when they still need more practice.
- Provide glossary in content areas-Students benefit from a glossary of content related terms.
- Develop reading guides-A reading guide provides the student with a road map to help them understand the content.
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)Accommodations Involving Interactive Instruction
- Use explicit teaching procedures-The teacher has to remember to explain how to do something or demonstrate the skill.
- Repeat directions-Have the student repeat the directions back to you in their own words to see if they understand.
- Maintain daily routines-Many students with learning problems need structure to their day, so they know what they are expected to do.
- Provide copy of lecture notes-The teacher can give the notes to students who have a difficulty taking notes during presentations.
- Provide students with a graphic organizer-An outline, chart, or blank web can be given to students to fill out during presentations. They have to find the key information.
- Use step-by-step instruction-New or difficult information can be presented in small sequential steps.
- Combine verbal and visual information-Verbal information can be provided with visual displays.
- Write key points or words on the chalkboard-Before the lecture, the teacher can write the new vocab words and key points on the board.
- Use balanced presentations and activities-The teacher should balance oral presentations with visual information and the type of group work.
- Use mnemonic instruction-Help them to remember important information.
- In a review of the literature, Wolgemuth, Cobb, and Alwell (2008) strongly support the use of mnemonic strategies for students with disabilities across settings.
- Emphasize daily review-Daily reviews can help student make a connection between new information and their previous knowledge.
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)Accommodations Involving Student Performance
- Change response mode-Students can underline, select multiple choice answers, sorting, or marking.
- Provide an outline of the lecture-Ability to follow along with the presentation.
- Encourage use of graphic organizers-Students have to find the key point.
- Place students close to the teacher-Placing a student by the teacher can help keep them from becoming distracted.
- Encourage use of assignment books or calendars-Students know what they need to complete and by when.
- Reduce copying activities-Give handouts with the information on.
- Have students turn lined paper vertically for math-They can keep their numbers lined up if they turn the paper the other way.
- Use cues to denote important items-Shows the students the most important information, so they know what, especially, to study. Can be a star or an asterisk.
- Design hierarchical worksheets-Worksheets designed from easiest to hardest.
- Allow use of instructional aids-Number lines, calculators, and counters can help students understand math operations.
- Display work samples-Gives the student an idea of what you are looking for in a finished product.
- Use peer-mediated learning-Teacher can pair two students of different ability levels to review notes with or study for tests.
- Encourage note sharing-Sharing their notes with a student who was gone from class.
- Use flexible work times-Slow working students can be given more time to complete assignments.
- Provide additional practice-Many students with learning problems need additional practice to learn at a fluency level.
- Use assignment substitutions or adjustments-Students can be given an alternative assignment. EX. Project instead of oral report or vice versa or tests can be given in oral or written form.
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
SLANT mnemonic is useful:
S—Sit up straight.
L—Lean forward in your desk.
A—Act interested.
N—Nod occasionally to signal understanding.
T—Track the teacher with your eyes.
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)